it's nobody's party, don't know why
we're having a party
i don't see you all the time
all the time
post-traumatic all-night-long
til we can't sleep
nodded off long snow
and i don't know
nobody knows
i'm this cold
it's nobody's party, don't know why
we're having a party
i don't see you all the time
all the time
post-traumatic all-night-long
til we can't sleep
nodded off long snow
and i don't know
nobody knows
i'm this cold
it's nobody's party, don't know why
we're having a party
i don't see you all the time
all the time
créditos no vídeo e na música.

oh
now i miss you
and every little bird
sounds like i never heard
i always loved your words
oh that feeling
i always lose my mind like
always all the time like
you know i get old
like you know i get old
(repeats)
créditos no vídeo e na música.

https://salviapalth.bandcamp.com/
one day i will
get drunk and txt you
and i’ll say
and i’ll say
that i want you
lets get coffee
when you’re down
when you’re down
yeah you scare me
the nicest person
i will wait
i will wait
dali said that
you want me also
will you say
will you say
i thought no one would think about me
but it’s not surprising that
you thought about me
i thought
you’d feel like an ocean all reactive
and lucid in emotion why’d you think
about me

Lava Divers - On a flag hill
EP : Lava Divers (2014)
http://www.lavadivers.com.br/
ON A FLAG HILL
Laying in my bed I feel the stars
Running through my vains my body is lost
Listen the vacoon left in my mind
Find and understand the love that sparks
Cleaning up this mess I'm calling life
Hiding from my fears those goosebumps fly
Fingertips are blinking on the walls
Bringing luck and spinning on the floor
And I'm forever and ever and ever big and right
And I have always been always been found this high
All the little things are cracking up
Making a hole diferent closer look
Smilling I can feel, I do the same
Simple as the guilties of my shame
And I'm forever and ever and ever big and right
And I have always been always been found this high

https://movingin.bandcamp.com/
slow down im getting tired
sleep well under the attic
headache mistaken
for a brainfreeze from a sugary lover
lighter fluid knowledge
take me away with damage
tell me theres something in the attic
to keep me comfortable and acknowledged

When Macmillan talked about the wind of change, he was referring to the desire of African nations for their independence. But he might just as easily have been talking about education in England, where many concerns - about the extent of underprivilege, the need for a more child-centred style of education in primary schools, the unfairness of the selective tripartite system of secondary schools, and wider access to higher education - were now reaching a climax.
Tory education policy.
In his book The Making of Tory Education Policy in Post-War Britain 1950-1986 , Christopher Knight argues that in the period between 1950 and 1974 the Conservative Party failed to fashion an educational policy in line with Conservative philosophy (Knight 1990:3).

However, the beginnings of a Tory education policy can be seen, Knight suggests, in One Nation - A Tory Approach to Social Problems , published by the Conservative Political Centre in 1950. It was written by nine members of what became known as the One Nation group of Tory MPs, including Edward Heath, lain Macleod, Angus Maude and Enoch Powell, who were committed to preserving the church schools and the private sector, to defending the tripartite system, and to opposing what they saw as the enforced uniformity of comprehensive education.
In his contribution to One Nation , Maude wrote: The modern insistence on humanising teaching methods . must not be made an excuse for abandoning the traditional disciplines of learning . We deplore the present tendency to drag down the brighter children to the level of the dull ones (quoted in Knight 1990:12-13). It was perhaps unsurprising that the Tories should have spent little effort in developing a coherent education policy in the early 1950s because, when they regained power in 1951, the overwhelming need was for more school places to cope with the rapidly rising birth rate. Oversize classes (forty or more pupils) and inadequate buildings were the dominant issues for politicians, civil servants and parents alike . A wider vision of schooling was not yet developed